Some aspects of developing linguosociocultural competence during foreign language learning using active teaching methods

Abstract

The study focuses on exploring the peculiarities of developing linguosociocultural competence during foreign language learning using active teaching methods. It examines the concept of linguosociocultural competence, its components, and its role in intercultural communication. The authors assert that linguosociocultural competence is an interdisciplinary phenomenon characterized by the autonomy of its components, encompassing linguistic, cultural, sociological, and psychological competencies. The article substantiates the use of active teaching methods to foster students' linguosociocultural competence. The authors emphasize that active teaching methods encourage students to engage in intellectual and practical activities, simulate real intercultural communication situations, and contribute to the development of communicative skills, vocabulary expansion, and deeper understanding of sociocultural contexts. Several active teaching methods are discussed, including thematic discussion, role-playing, the "Jigsaw" method, and the Placemat method. It is highlighted that these methods can significantly contribute to enhancing students' linguosociocultural competence, accelerating their learning process, and improving the quality of intercultural communication. The study indicates that integrating active teaching methods into university practices can enhance the effectiveness of fostering linguosociocultural competence, enabling students to better adapt to intercultural communication situations in the contemporary globalized world. The authors suggest that future research could focus on developing a set of exercises for cultivating students' linguosociocultural competence based on active teaching methods.